Electroencephalograph based biofeedback system for improving learning skills

ABSTRACT

Apparatus utilizing electrical activity of the brain to control a series of low-stimuli educational exercises displayed on a computer monitor to increase the following. educational components: time on-task, visual tracking, short-term memory, visual discriminatory processing, auditory discriminatory processing, and focus. The exercises are governed by real-time analysis of the focus and processing states of the user. Specific relative exercise performance data are collected and recorded from the use of each of the educational components to demonstrate improvement over time of the user in each of the sited educational components.

CROSS-REFERENCE TO RELATED APPLICATIONS

This is a continuation-in-part of Patent No. 6,097,981, filed Dec. 2,1997, now U.S. Pat. No. 6,097,981 which is in turn acontinuation-in-part of application Ser. No. 08/846,621, filed Apr. 30,1997, now abandoned, the entire disclosures of which are herebyexpressly incorporated by reference.

BACKGROUND OF THE INVENTION

The present invention relates generally to biofeedback systems and, moreparticularly, to apparatus incorporating electroencephalograph (EEG)based biofeedback method for improving attention (which may also bereferred to as focus) and learning skills of a user.

The ability to concentrate or pay enough attention to information allowsthe brain to transfer the information to short-term memory and thenencode some of that information into long-term memory. Paying enoughattention is the key.

According to the Minimal Stimulus Theory (MST.), the attention of anindividual is dependent upon certain thresholds of stimuli entering thebrain to cause arousal or initiation of the process of attention. Someindividuals require more stimulation than others. As used herein, theterm “stimulation” is meant to include the elements of attention arousalincluding interest, motivation, and significance. If there is not enoughstimulation, then attention is not aroused.

The capacity for sustained attention usually improves throughoutchildhood and early adolescence. The improvement in attention is duelargely to the maturational changes in the central nervous system. Thearea of the brain responsible for the regulation of attention, i.e. thereticular formation, is not fully developed or myelinated until puberty.Myelination is the process by which neurons are encased in waxy myelinsheaths that facilitate transmission of neural impulses.

Trauma, lack of stimuli, disease, chemical imbalances, and various otherfactors affect the capacity of the brain to fully attend to tasks.

The present invention offers the user the opportunity to practiceattention growth while simultaneously attending to those factors whichcomprise perception and which thus affect attention. Furthermore, thepresent invention may be implemented according to one or moreeducational cognitive psychology theories, especially those which focuson the development of attention or concentration.

Information processing begins with the perception of information, i.e. astimulus. The information is accepted and held for a very brief periodin a sensory memory store. Although the capacity of sensory memoryappears to be unlimited, the mode of representation is sensory and thusthe duration is very brief. For example, visual information may lastapproximately one half second in sensory memory. Loss then occursaccording to a time rate of decay.

The area of primary importance in the learning of new information beginswhen an individual selectively pays attention to the incoming stimulusbefore perception of the stimulus decays. Attention is selective. At anygiven moment, attention is focused on only a minute portion of thestimulation impinging on sensory receptors. During periods of focus, aperson tries to concentrate attention on an object or event whileignoring irrelevant or distracting sensations. If a person is able topay enough attention to the stimulus before it decays, some of theinformation may be transferred to short-term memory (STM). STM can beconsidered to be active consciousness or awareness. The capacity of STMappears to be quite limited. For example, a person may be able to thinkabout only five things at one time. Thus, information input may beviewed as a modification of the sensory input and is therefore short induration. Typically, items are lost after eighteen seconds unless thereis active rehearsal. Moreover, loss may occur due to the introduction ofnew items in STM. A portion of the STM may be referred to as workingmemory which can be used to perform mental calculations.

Information may be encoded to long-term memory (LTM) if continuedattention is paid to the information in the STM by means .of rehearsal.Some of that information may be retained permanently. The LTM apparentlyhas unlimited capacity and can retain information for long periods oftime. Information may not effectively be encoded into the LTM when othercompeting information, or attention thereto, interferes with or taxesthe rehearsal process. Information may also be lost from the LTM whenother information interferes with retrieving the target information.

The present invention uses an educational protocol which incorporateshierarchical mastery of skills, including visual discrimination,auditory discrimination, and/or increased sensory perception.

SUMMARY OF THE INVENTION

Exemplary embodiments of the invention combine educational protocolswith the monitoring of brainwave activity to educate the user about hisattentive state. Various protocols are implemented as educationalexercises on a video display in the guise of a video game to increaseuser interest, which incorporate feedback based on levels of attentivestate and cognitive processing. Educational skills developed includeattention, visual tracking, time on-task, short-term memorydata-sequencing, visual-discriminating processing, and auditorydiscriminating processing.

BRIEF DESCRIPTION OF THE DRAWINGS

While the novel features-of the invention are set forth withparticularly in the appended claims, the invention, both as toorganization and content, will be better-understood and appreciated,from the following detailed description taken in conjunction with thedrawing, in which:

FIG. 1 is a schematic block diagram of one embodiment of an EEG basedbiofeedback system according to the present invention;

FIG. 2 is a flowchart diagram detailing the logic synchronizing theinterface of a host computer to an external hardware unit in an EEGbased biofeedback system according to the present invention;

FIG. 3 is a schematic illustration of one embodiment of the presentinvention wherein a user uses an EEG based biofeedback system to gainproficiency in focusing and controlling attention by manipulatinggraphical characters on a video screen using the mind alone;

FIG. 4 is a schematic illustration of another embodiment of the presentinvention, similar to the embodiment shown in FIG. 3, further comprisingother modes of input or physical control means;

FIG. 5 schematically illustrates another embodiment of the presentinvention wherein a user wears a headpiece containing EEG probes and aninfrared transmitter to gain proficiency in focusing and controllingattention by manipulating a video screen using the mind alone;

FIG. 6 schematically illustrates yet another embodiment of the presentinvention, similar to that of FIG. 5, further comprising other modes ofinput of physical control means;

FIG. 7 illustrates an infrared transmitter unit according to the presentinvention;

FIG. 8 illustrates an infrared receiving unit according to the presentinvention;

FIG. 9 illustrates a top view of headpiece embodying the inventioncomprising a particular electrode arrangement;

FIG. 10 illustrates a side elevational view of the headpiece of FIG. 9;

FIG. 11 illustrates a perspective view of the headpiece as worn by auser;

FIG. 12 illustrates a means for releasably mounting an EEG electrode toa headpiece;

FIG. 13 illustrates an electrode arrangement according to anotherembodiment of the present invention wherein two electrodes arepositioned on the chin straps of a headpiece;

FIG. 14 illustrates an elevational cutaway view of another embodiment ofan electrode sensor of the present invention, wherein the sponge coveris shown exploded from the remainder of the electrode;

FIG. 15 is a generalized program flowchart;

FIG. 16 is a representative screen display of an educational exercisenamed “Gilder;”

FIG. 17 is a representative screen display of an educational exercisenamed “Diver;”

FIG. 18 is an exemplary program flowchart for implementing the “Glider”educational exercise;

FIG. 19 is a representative screen display of an educational exercisenamed “Skitter;”

FIG. 20 is a representative screen display of an educational exercisenamed “Hopper;”

FIG. 21 is an exemplary program flowchart for implementing the “Skitter”educational exercise;

FIG. 22 depicts an educational exercise named “Tower Builder;”

FIG. 23 is a representative screen display of the “Tower Builder”educational exercise at the point of task completion;

FIG. 24 is an exemplary program flowchart for implementing the “TowerBuilder” educational exercise;

FIG. 25 represents a screen display of an educational exercise named“Mind Maze;”

FIGS. 26A and 26B together are an exemplary program flowchart for “MindMaze;”

FIG. 27 represents a screen display of an educational exercise named“Starflyer;”

FIGS. 28A and 28B together are an exemplary program flowchartimplementing “Starflyer;” and

FIGS. 29A and 29B together are an exemplary program flowchart of aneducational exercise called “Matcher.”

DETAILED DESCRIPTION

Referring first to FIG. 1, shown is a schematic block diagram of amexemplary apparatus 10 embodying the invention, in the general form ofan EEG based biofeedback system 10. The block diagram of FIG. 1 impliesthe implementation of various functions in hardware. However, as amatter of design choice it will be appreciated that there are a numberof functions, such as bandpass filtering and threshold detection, thatcan as well be performed in software.

The EEG based biofeedback system 10 comprises electrodes 12, aninstrumentation amplifier 14, bandpass filters 16, RMS-to-DC converters18, an analog multiplexer 20, noise filtering 22, an analog-to-digitalconverter (ADC) 24, a voltage reference 26, a crystal oscillator 28,synchronizable frequency dividers 30, opto-isolators 32, a power supply34, an RS-232 serial data interface 35, and a host personal computer(PC) 36. Connected to the computer 36 are an input device in the form ofa keyboard 37, and a visual output device in the form of a display 38,and an audible output device in the form of a speaker 39.

The electrodes 12, which are placed on the head of a user, are used topick up the very low level (microvolts) EEG signals. For example, thetawaves have amplitudes in the range of 1 to 100 microvolts, while betawaves have amplitudes in the range of 1 to 4 microvolts. These signalsare then conveyed via cables to the instrumentation amplifier 14. Theinstrumentation amplifier 14 is a low level, low noise, floating,differential input, high common mode rejection amplifier. Theinstrumentation amplifier 14 performs the function of extracting thevery weak EEG signals from a typical noisy environment.

The bandpass filters 16 separate the various bands of brain waveactivity. This function is performed by analog filters as shown in FIG.1, but filtering may as well be performed in software. Two frequencybands are particularly relevant in exemplary embodiments of theinvention, although others may be employed. An increased level of thetawave activity (approximately 4 Hz to 7 Hz) indicates a lapse ofattention. Thus a decrease in theta wave activity indicates increasedfocus or attention. An increased level of beta wave activity(approximately 12 Hz to 16 Hz) indicates increased cognitive processing.

The RMS-to-DC converters 18 detect the magnitude of brain wave activitywithin each band of interest. The detected signals are used to reducethe bandwidth of data that must be digitized and sent to the host PC 36.The analog multiplexer (MUX) 20 is an electronic switch used as a dataselector to present to the ADC 24 only the data channel that has beenselected for analog to digital conversion. The noise filtering 22 isused to remove both random noise and spikes that are generated by otherelectronic switching circuits within the system. The ADC 24 is used toconvert the analog signal (selected by the MUX 20) into a digital (ornumerical) value. As a matter of convenience, the ADC 24 used hereprovides a serial data output stream for each conversion made. Thevoltage reference 26 is needed for the ADC to convert unknown signallevels into calibrated DC voltages. The voltage reference 26 is alsoinjected as one of the MUX 20 input channels so that the softwarerunning on the host PC 36 can verify proper operation of the circuitry.

The crystal oscillator 28 provides a time base. This time base servesseveral necessary functions. First, it is the “clock” frequency used bythe ADC 24 to perform its conversions. Second, the particular frequencychosen provides, through a simple integer division ratio, one of thestandard RS-232 baud rates for the serial data communications throughthe RS-232 serial data interface 35. Third, the master crystaloscillator frequency is divided down by a variety of different integersto set the programmable filters which comprise the bandpass filter set16. Lastly, a pair of reset table dividers provide a synchronizable lowfrequency that is used to trigger the ADC 24.

The synchronizable frequency dividers 30 are used not only to triggerthe ADC 24 as mentioned above, but also to synchronize software commandsto ensure that the data to the host PC 36 maintains an integralrelationship to the frame rate of an associated video monitor. This isuseful in providing flicker free performance of an animation on thedisplay 38 while simultaneously collecting and analyzing the digitizedbrain wave data in real time. This type of divider circuit provides aconstant frequency output that is just slightly. altered to bring itinto synchronization with a synchronizing pulse, which in this case issent by the host PC 36.

The opto-isolators 32 are used to provide a very high degree ofelectrical isolation between the user (with electrodes connected) andthe computer system.

The power supply 34 is needed for the main electronic circuits.Preferably, a power supply having a high isolation barrier is maintainedbetween the user and the AC power line which is connected to the powersupply 34.

The RS-232 serial data interface 35 provides for the serial datacommunications between the host PC 36 and the other circuitry. Beforethe isolated serial data can be transferred to and from the host PC 36,the signal levels must be changed to the standard RS-232 signal levels(from the typical 5 volt logic levels).

The host PC 36 provides two functions. First, it runs the display 38 andthe user interface that provides the feedback to the user. Second, itperforms the inter-related functions of data collection and analysis.Without this second function (which preferably-occurs in thebackground), there would be no control of the display 38 related to theuser's brain wave activity.

Typically, all of the above-described components except for the host PC36 are preferably contained in a separate hardware unit, designatedhereinafter by numeral 40.

During operation of the exemplary embodiment, the hardware unit 40 sendsa two byte number specifying a voltage approximately every 67 msecs overthe RS-232 line to the host PC 36. The arrival of each byte triggers avery brief, custom interrupt routine in the host PC 36. The interruptroutine determines whether the byte is the first or the second byte inthe pair by checking a parity bit, and puts the data in the properbuffer memory location. It has been determined that this rate of RS-232interrupts does not interfere with the animation.

The host PC 36, meanwhile, follows a cycle of selecting the brain waveto be sampled, reading the data, and using the data. This cycle isimportant to keep the animation smooth by never trying to do too much atonce during the cycle. Each step in the cycle lasts one video frame, thetime between one video blanking signal and the next. The durationbetween video blanks is {fraction (1/60)} sec, about 66.67 msec. Thevideo blanking signal is on when the electron beam in a cathode ray tube(CRT) monitor 38 moves from the bottom right corner of the screen to thetop left in order to begin painting the next video frame's image.

The entire cycle may comprise N steps or timing increments. In the firststep, the host PC 36 sends a message to the separate hardware unit 40 orbox which indicates which brain wave band is selected for datatransmissions. Four such channels may be available: a reference voltage,a theta band, an alpha band, and a beta band. In the Nth step, the hostPC 36 reads the-data buffer memory and retrieves the last data placedthere by the interrupt routine. It has been determined empirically thatdifferent host processor speeds require waiting a different number N′ ofvideo frames after triggering a new channel in order to let theelectronics in the separate hardware unit 40 settle on the new channeland produce highly stable data. Finally, in the second step of thefollowing cycle, the data is used.

Thus, the interface interactions between the host PC 36 and the separatehardware unit 40 are synchronized to the video animation steps, anddispersed over a standard cycle into the first, second, and Nth steps ortime increments. As a result, excessive activity during any one videoframe is prevented. If too much activity is attempted during a videoframe, then the next video image is not painted and presented soonenough (i.e., the next video frame is not sufficiently displayed), andthe eye sees an irregularity in the motion. Typically, much of-theactivity of the host PC 36 during each video frame is dedicated towardupdating the ongoing animation.

FIG. 2 is a flowchart diagram detailing the logic synchronizing theinterface of the host PC 36 to the separate hardware unit 40. Threedifferent tasks in interfacing with the separate hardware unit 40 arespread across several display cycles to avoid a jerky appearance in theanimation. An interrupt handling routine places the brain wave data inthe buffer for later retrieval. Data arrives from the box at some timebetween the first and the last (max) cycle step in the total cycle. Thetotal cycle lasts “max” vertical blank cycles of the video display ofthe host PC 36.

One example of an animation that may be produced in connection with thepresent invention is that of an image of a bird flying across the videoscreen. When the user begins to lose attention, as determined from ananalysis of one or more user EEG signals, the altitude of the birdbegins to decrease. On the other hand, when the user is responding tothe stimulus or stimuli (such as the video image) or when the user isfully attentive, the altitude of the bird either increases or ismaintained at a constant level, respectively.

Brain wave activity of the user may be measured by detecting the energylevels corresponding to the alpha, beta; and theta frequency bands,having approximate ranges of 8-12 Hz, 12-16 Hz, and 4-7 Hz,respectively. Theta and Beta wave activity may be used as a directindication of the levels of attention (focus) and cognitive processingof the user. A decrease in theta wave activity indicates increased focusor attention, and an increase in beta wave activity indicates increasedcognitive processing.

As schematically illustrated in FIG. 3, one embodiment 10 a allows auser U to rapidly gain proficiency in focusing and controlling attentionby manipulating graphical characters on a video screen 42 using his orher mind alone. The user U dons one or more electrodes, which may beoptionally mounted on a headpiece 43, which are connected to hardwareunit 40 by connection line 44, and the hardware unit 40 is connected tothe host PC 36 which drives a peripheral such as a video screen 42 oraudio speaker.

According to one theory, embodiments of the invention are capable ofteaching mastery of attention by the stimulation or activation of anatural neural system which may have heretofore been dormant.

The user U can learn to directly control and manipulate action on acomputer video screen 42 solely or totally by using his or herattention. This self-learning process may trigger unutilized or underutilized neural pathways or may further trigger the formation of newneural networks and schema. Thus, the user may actually learn how to payincreasing attention to lower and lower levels of stimulation whiledeveloping an increased physio-mental capacity for such tasks.

Thus, the present invention EEG based biofeedback system 10 a mayutilize only the mind of a user to control the computer display. Thecomputer keyboard or other physical control means are required only whenturning the computer on or off.

In another embodiment 10 b, as schematically represented in FIG. 4,other modes of input or physical control means or active user input 46.are utilized, such as a computer keyboard or joystick, in conjunctionwith EEG signals in providing the user U with feedback and/or incontrolling and manipulating action on a video screen 42.

In yet another embodiment, an EEG based biofeedback system comprises aprobe head piece which does not rely on a physical connection linebetween the user and another piece of equipment. The headpiece isuntethered with respect to other system components. In a particularembodiment, the system includes a probe head piece having one or moreEEG electrodes, and an infrared transmission unit connected to theelectrodes.

FIG. 5 schematically illustrates such an embodiment 10 c wherein theuser U dons a headpiece 43 containing EEG probes and an infraredtransmitter 50 having a battery source and a microprocessor. Theheadpiece 43 transmits signals corresponding to the EEG readings, viainfrared radiation, as denoted by the lines and reference numeral 52.

FIG. 6 schematically illustrates an embodiment 10 d similar to thatrepresented in FIG. 5, and further including other active user inputs46, such as a keyboard, joystick, or pedal.

FIG. 7 illustrates an embodiment of an infrared transmitter unit 50. Theprobe head piece 43 is preferably provided with at least threeelectrodes. At least one of the electrodes is connected to an invertingamplifier 54 which boosts the normally weak EEG signals to improvedetection and/or readability. The output of the inverting amplifier 54passes through a low pass filter 56 and is connected to a 12-bit A/Dconverter 58. A reference voltage, Vref 60, is input into the A/Dconverter 58. At least one other electrode serves as a ground, which isnot shown in FIG. 7. Output of the A/D converter 58 is directed to amicroprocessor 62 which drives an infrared LED 64 which transmitsinfrared signals. The unit 50 is further provided with a battery 66whose output is passed through a voltage regulator 68 which suppliespower to the inverting amplifier 54, the low pass filter 56, the A/Dconverter 58 and the microprocessor 62. An on/off switch 70 is providedto control the flow of electrical power from the battery 66 to thevarious components of the unit 50. Preferably, the battery 66 isprovided with a recharging connection 72, and a battery charger 74 maybe connected thereto in order to replenish the battery 66. For example,the charger 74 may convert utility line AC current to a suitable DCrecharge supply. Preferably, the battery charger 74 may be disconnectedfrom the remaining circuitry. The low pass filter 56 may be a switchedcapacitor. The A/D converter 58 may be a 12-bit serial multi channelconverter. The microprocessor 62 may be a PIC 12C508 micro controller,which may be used to hold the parts count of the unit to a minimum. Theunit 50 may operate at approximately 5 volts with a single supply, Vreg68. The microprocessor 62 may also include control logic or controlcircuitry to automatically shut off power from the battery 66, forexample after a certain time period has elapsed. The microprocessor 62is preferably adapted to perform the function of separating the variousbands of brain wave activity by a digital technique such as Fast FourierTransforms (FFT). The filtering must be precise and selective. All ofthe components of FIG. 7, including the microprocessor 62, are mountedin or on the headpiece 43.

By way of a particular example, one primary electrode which is disposedat either the FP1 (right side) or Sensory Motor Rhythm EEG locations isconnected to the inverting amplifier 54, a reference voltage electrodeis disposed at the right mastoid area, and a ground electrode isdisposed at the left mastoid area.

Conversely, in another particular example, one primary electrode isdisposed at FP2 (left side) or Sensory Motor Rhythm locations and isconnected to the inverting amplifier 54, while the reference electrodeis disposed at the left mastoid area, and the ground electrode isdisposed at the right mastoid area.

The headpiece 43 may further include a switch which enables the user orthe tester to select which electrodes will serve as primary, referenceor ground. That is, the headpiece 43 may be provided with a plurality ofelectrodes connected to a switching means which allow selection of oneor more of the electrodes to be electrically connected to a desiredcomponent in the headpiece.

Furthermore, the headpiece 43 may comprise a plurality of invertingamplifier 5 and low pass filter circuits (54, 56) to the A/D converter58 to accommodate more than one primary signal from the electrodes.

FIG. 8 schematically illustrates an infrared receiver unit 80 which maybe used in conjunction with the above-described infrared transmissionunit 50. The infrared receiver module 80. comprises an infrared receivertransducer 82 connected to a TDL/RS232 level converter 84. The converter84 is connected to a 9-pin D-submin connector 86 which is adapted forconnection with a computer means such as a PC or a video game system. Itshould be understood that a PC 36 may contain a video game. The infraredreceiver unit 80 also comprises a power supply 88 which delivers powerto the IR receiver 82 through the 9-pin connector 86 and the RS232converter 84. The IR receiver transducer 82 is capable of handling atleast one input signal which corresponds to a respective EEG electrodesignal that emanates from the infrared transmission unit 50. Outputsfrom the IR receiver transducer 80 are directed into the nine-pinconnector 86 for further transmission to a PC 36 or video game system.The nine-pin connector 86 provides a standard serial output to the PC 36or game module. Preferably, the parts count may thus be kept to aminimum.

The microprocessor 62 of the infrared transmission unit 50 is preferablyset at a constant data rate transmission, e.g. at 9600 baud. Thereceiver 80 parses the constant data flow rate for lower FFT samplingfrequencies.

Thus, as represented by FIGS. 5, 7 and 8, the present invention isparticularly well suited to allow the user to assume any desired postureor position or to engage in any desired movement while engaging in abiofeedback session without being tethered by any connection lines whichmight hamper the comfort, freedom of movement, relaxation, attentivenessor concentration of the user. For example, the user may recline,stretch, or adjust before, during, or after sessions or phases ofsessions of training or playing. Referring again to the illustration ofFIG. 6, the present invention may further utilize other modes of inputor physical control means 46, such as a computer keyboard or joystick,in conjunction with the transmission of EEG signals by infrared carrier,in providing the user U with feedback.

FIGS. 9-11 show an embodiment of a headpiece unit 90.

As best seen in FIG. 9, the headpiece unit 90 comprises acircumferential portion 92 and a medial portion 94. The headpiece 90 isprovided with a pair of generally hemispherically-shaped or lobe-shapedopenings 96, 98 defined by the circumferential and medial portions 92,94. As seen in FIGS. 10-11 the circumferential portion 92 furthercomprises a pair of downwardly extending portions 100 and a pair ofopposed upwardly extending indentations 102. The combination of thedownwardly extending portion 100 and the upwardly extending indentation102 are adapted to fit around the ear of a user, thereby at leastpartially preventing forward or backward movement or rotation withrespect to the head of the user. An infrared transmission unit 50 isdisposed on the headpiece, preferably on a forward position on thecircumferential portion, although the infrared transmission unit may bedisposed in another location on the headpiece 90.

In one embodiment, the headpiece unit 90 further comprises threeelectrodes or sensors for detecting EEG signals from the head of theuser. When used in a biofeedback system according to the presentinvention, at least one electrode a primary electrode 110 is preferablylocated on the headpiece 90 corresponding at least generally to at leastone of the positions on the head of the user which correspond to the FP1(above the right eye), FP2 (above the left eye), and/or Sensory MotorRhythm (forward center of head) EEG locations. The headpiece 90 furtherpreferably comprises at least two additional electrodes: a referenceelectrode 112 and a ground electrode 114, which are disposed in oppositemastoid areas. For example, if FP1 is chosen as a primary electrode 110site, as shown in FIGS. 9-11 the reference electrode 112 would bedisposed at the right mastoid area while the ground electrode 114 isdisposed at the left mastoid. Thus, the reference and ground electrodes112, 114 are positioned on opposite sides of the circumferential portion92 approximately above the downwardly extending projection. The sensorymotor rhythm area is located at the front of the medial portion. If thesensory motor rhythm area is chosen as primary electrode, the referenceelectrode may be chosen from either mastoid area with the groundelectrode disposed opposite the reference.

FIG. 11 illustrates the headpiece unit disposed on the head of a user.

It should be noted that the headpiece 90 may be adapted to receive aplurality of electrodes, even if less than all of the electrodes areelectrically connected to the IR transmission unit 50. Thus, theheadpiece 90 may be provided with a plurality of holes which accommodatean electrode or electrode tip, and the headpiece 90 may be used even ifnot all the holes have electrodes disposed therein. It should further beunderstood that the headpiece 90 further comprises an electricalconnection network which is capable of connecting desired electrodes tothe IR transmission unit 50. Furthermore, the headpiece may comprise ameans for selectively electrically connecting each electrode to the unit50.

Thus, the headpiece unit or headset unit 90 may be made according to anergonomic design which is compatible with the head of the user. Theheadpiece may be made from lightweight material, such as plastic and/orstyrofoam. The symmetric openings 96, 98 in the top of the headpiece 90contribute to a lightweight design, and further provide ventilationand/or heat transfer to the head of the user, thereby providing comfortand promoting relaxation to the user which is especially helpful duringattempts to increase concentration or attention. The circumferential andmedial portions, including the downwardly extending projections and theupwardly extending indentations in the circumferential portion, providethe user with a snug but comfortable fit which maintains contact betweenthe electrodes and the head of the user without undue weight, pressure,or discomfort to the user.

The electrodes 110, 112, 114 extend inwardly from the inside surface ofthe headpiece 90. The electrode tips may be fixedly attached thereto.More preferably, the electrodes are releasably attached to the headpiece90.

FIG. 12 illustrates a preferred embodiment of a means 120 for releasablymounting an EEG electrode on the headpiece 90. A screw 122 having a head124, a tip 126, and a plurality of threads 128 disposed on the outersurface therebetween, is provided with a bore hole 130 which starts atthe top end and extends into the interior of the screw 122 andterminates before reaching the tip 126. A smaller diameter through hole132, concentric with the bore hole 132, is provided through the tip 126of the screw 122, wherein an inner shoulder 134 is formed in theinterior cavity comprising the bore hole 130 and through hole 132. Aprobe tip 136 having a narrow diameter portion 138 and a wide diameterportion 140 is inserted into the bore hole 130 at the top of the screw122, wherein its narrow portion 138 is inserted first. The screw 122 andthe probe tip 136 are adapted such that the wide portion 140 of theprobe tip 136 rests upon the inner shoulder 134 of the screw 122, andthe narrow portion 138 of the probe tip 136 extends through the throughhole 132 and projects outwardly from the bottom surface of the screw122. An electrically conductive, preferably lightweight, compressionspring 142 is inserted into the bore hole 130 on top of the probe tip136, wherein the bottom end of the spring 142 contacts the top of theprobe tip 136. An electrically conductive pin 144 is inserted into anopening 146 in the side of the screw 122 for contact with the top end ofthe conductive spring 142. The pin 144 may extend partially across thebore hole 130 in a cantilever arrangement and have adequate strength toretain the compressive loads imparted by the compression spring 142 andprobe tip 136 within the screw 122, e.g. the probe tip 136 may beadapted to withstand cantilever bending moments delivered by the spring142 and probe tip 136 when the probe tip 136 is pushed back into thescrew 122, such as when the bottom of the probe tip 136 is flush withthe bottom surface of the screw 122. In another embodiment, the pin 144may extend fully across the bore hole 130 and be inserted into opposinginner walls of the screw 122. The pin 144 may be substantially round,substantially flat, or some other shape. The pin 144 may be fixedlyattached to the screw 122 by adhesive means applied between the pin 144and the screw 122. The pin 144 may instead be removably attachedtherefrom, e.g. by providing the pin 144 and screw 122 with matingthreads. Alternatively, or in addition, the screw 122 may be providedwith a cap which is adapted to fit into the top end of the bore hole 130and is attached to the remainder of the screw 122 so as to provide astop means for the compression spring 142 and pin 144. The cap may befixedly attached to the remainder of the screw 122, for example by anadhesive means applied therebetween, or the cap may be releasablyattached to the remainder of the screw 122, for example by providingmatching threads on mating surfaces of the cap and the inner wall of thescrew 122 which defines the bore hole 130. The pin 144 is then connectedto the infrared transmission unit 50, which may be adapted to receivethe pin 144 directly, or an additional wire 148, and/or a connectingjack 150 may be provided for connection with the infrared transmissionunit 50.

In a particular embodiment, a nylon screw 122 having a coarse thread 128and a diameter of one half to five eighths inch, is provided withconcentric holes 130, 132 drilled out of the center. A stainless steelprobe tip 136 with a rounded end is inserted into the cavity. Aconductive, lightweight compression spring 142 is inserted behind theprobe tip 136. A conductive pin 144 is inserted into a hole 146 drilledinto the side of the screw 122. A probe wire 148 is attached to theconductive pin 146. The entire assembly 120 is mounted into a headpiece90 or helmet made of suitable material, for example plastic and/orstyrofoam, which contains holes drilled therethrough for accepting theassembly 120. Optionally, a nylon nut may hold the screw 122 in place.

FIG. 13 shows an electrode or sensor arrangement according to anotherpreferred embodiment of the present invention wherein two sensors orelectrodes 160 are positioned on the chin straps 162 of a headpiece 43.A top sensor or electrode 164 is preferably internally mounted on theheadpiece 43. The headpiece 43 may be, for example, the helmet orheadpiece as depicted in FIGS. 7, 9, 10, or 11, as well as otherheadpieces or the like known to those skilled in the art. Thus, the topelectrode or sensor 164 may be held in a desired position in relation tothe head of a user by an appropriate headpiece. In this embodiment, twoother electrodes or sensors 160 are provided on the respective chinstraps 162 of the headpiece 43. In another particular embodiment, theheadpiece 43 may have a single chin strap which spans the lower portionof the head of the user, e.g. around or under the chin, so that the twoother electrodes 160 may be disposed on the single chin strap atdifferent locations. The chin strap thus preferably promotes contactbetween the head of the user and the two other electrodes 160, as wellas with the top electrode 164 by virtue of the securement of theheadpiece to the user by means of the chin strap or straps.

FIG. 14 illustrates an elevational cutaway view of another preferredembodiment of an electrode sensor 170 according to the presentinvention. A sponge cover 172 is shown exploded from the remainder ofthe sensor 170. An electrode 174 is movably disposed within a housing,shown as a cylindrical housing 176. The cylinder 176 may advantageouslybe made of plastic, for example, for light weight and resistance tomoisture. The housing 176 contains a spring 178 for biasing theelectrode 174 out of the housing 176. The spring 178 is attached to thestem 180 of the electrode 174. The distal end of the stem 180 of theelectrode 174 extends out of an opening 182 provided in the housing 176.An insert 184 attached to the stem 180 contacts part of the housing, orpart of the housing 176 contacts the spring 178 and/or the electrode174, for engagement therewith to contain the spring within the cavityformed in the housing 176 and to limit the travel of the electrode 174.The proximal end of the electrode 174 contacts the user. The proximalend is shown with a contact plate 186 for sensing electrical activityfrom the user. The contact plate 186 is preferably made fromsilver/silver chloride or tin, or another suitable conductive material.A sponge cover 172 is provided which fits over the contact plate 186.Gel or a saline solution is preferably contained on or within the spongecover 172, thereby providing a means for enhancing contact with the userand conducting of electrical activity therethrough, thereby defining anelectropatch means. Thus, when the sensor is positioned in proximity tothe user, the spring loaded electrode 174 helps to maintain contact withthe user even in the event of relative movement between the sensor andthe user. Furthermore, the sponge cover 172 impregnated or covered withgel or saline solution provides an electropatch or a resilient contactmount between the user and the sensor 170, so that increased contact andconductivity can be achieved by compression of the sponge cover 172against a part of the user. It should be understood that the sensor 172of FIG. 14 may be held in place against the body or head of the user bya headpiece, helmet, or other variety of apparatus, clothing, or othermeans.

Training Paradigm

The apparatus described hereinabove, with appropriate programming, canbe employed to implement educational protocols as described hereinbelowfor attention training. The implementations have a resemblance tocomputer games, but actually are educational exercises. Moreparticularly, various ones of the educational protocols can be employedto teach and improve various educational skills.

During operation, averages of theta and beta activity are obtainedduring a forty-five second period to establish a baseline. The user'stheta thresholds are then set at 1 to 2 millivolts below their averagemillivolt theta activity, and beta thresholds are set at the averagemillivolt beta activity levels. (These millivolt levels refer to signallevels after application.) This allows the user to immediately perceivehis level of attention during a session. The beginning and endingthresholds are stored along with scoring data from each educationalexercise, and can be later retrieved for progress analysis.

The paradigm encourages the decrease of theta wave activity and increaseof beta wave activity by providing rewards after the user achieves 1 to2 millivolts decrease in theta and 1 to 2 millivolts increase in betaactivity.

The feedback is auditory tones and visual graphics in the formeducationally based exercises. Further token reinforcement is suppliedby on screen scoring. For example, in the Diver game describedhereinbelow with reference to FIG. 17, the user can make a fish dive tothe bottom of a video ocean as theta thresholds are decreased and betaincreased thus scoring higher points on screen. Any increase in thetaactivity causes the fish to go the opposite direction necessary to scorepoints. When the user achieves over 25 rewards per minute consistently,his threshold (either theta or beta) is made more difficult.

Apparatus responses to theta and beta wave activity as well as thereward system are incorporated for the purpose of educating the userabout the attentive state. Thus the primary goal is not to change theEEG (the clinical application), but to provide the basis of educationalprocesses necessary to become successful in the learning environment.Therefore, the educational protocols focus on the following educationalcomponents/skills:

(1) attention;

(2) visual tracking;

(3) time on-task;

(4) short-term memory data sequencing;

(5) visual discriminatory processing; and

(6) auditory discriminatory processing.

The successes immediately obtainable in the training paradigm providemotivation for behavioral changes to be instituted by ateacher/trainer/coach. Specifically, these changes refer to reducing orextinguishing behavior not conducive to learning. This is accomplishedthrough reward and success, not punishment. The user maintains a vestedinterest in outcomes by charting all progress.

FIG. 15 is a generalized program flowchart of implementations of variouseducational exercises described hereinbelow with reference to their ownmore particular flowcharts.

Educational Protocols

The educational protocols are organized into six levels corresponding tothe six educational components or skills listed above. For each levelthere is at least one educational exercise.

The apparatus includes a recording device in the form of computer memoryand storage devices. For each of the exercises the computer measures andsaves to the recording device the performance data of individual usersincluding score, duration of play, and average focus and cognitiveprocessing levels; and the computer accumulates and saves to therecording device the cumulative time on-task of individual users.

In many exercises, to further challenge the ability of the user tomaintain a focused state, visual distractions on the display, or audibledistractions, or a combination of both are employed.

In all implementations, electrical activity of the brain of the user. ismonitored to obtain at least one signal (which may exist in software)having a value indicative of a level of focus, which is compared to areference threshold value (which likewise may exist in software) togenerate an on-task signal (which also may exist in software) when atleast a threshold level of focus is indicated. Likewise a cognitiveprocessing signal may be obtained and processed.

Level I

FIGS. 16 and 17 represent screen displays of two educational exercisesembodiments named “Glider” and “Diver,” respectively. Although they areeducational exercises, “Glider” and “Diver,” as well as the otherexercises described hereinbelow, are presented to the user in the guiseof games. FIG. 18 is an exemplary program flowchart for implementing theFIG. 16 “Glider” exercise.

Educational Objective: Basic learning of techniques for using theapparatus.

Goal: To gain mastery of the basic attention processes necessary tosuccessfully use the apparatus in other education applications.

Procedure: The user is coached while using the apparatus. The gamesGlider and Diver are played for five minutes each. These simple gamesallow the user to control the directions of screen objects or character(a bird, fish, etc.) by attention alone. If focus is not maintained, thescreen character moves in the opposite direction necessary to achievesuccess. The user experiences the attentive state in real time. Theprocess teaches the user to gain control of the software and thereforethe attentive state. Relaxation and awareness are stressed.

The FIG. 16 Glider is a bird that moves up and down on the displayscreen against a horizontally moving background that produces theappearance of motion. The bird object sails to the top of the screenjust below the clouds if attention is maintained to a high degree. If aproper baseline was obtained, the bird begins just above the mountains.The greater the attention of the user, the higher the bird soars. Thebird flashes and receives power pills as reward for greater attentionlevels and for higher levels of cognitive processing. A counterkeeps-score at the bottom of the screen.

The FIG. 17 Diver is a fish that swims to just above the ocean floor ifattention is maintained to a high degree. If a proper baseline wasobtained, the fish begins at the very top of the screen. The greater theattention of the user, the lower the fish swims. This gives the userfeedback related to the degree of attention paid. It is not importantthat the user mentally push the fish to the bottom of the screen. It isimportant to push the fish as low as the user can comfortably accomplishthat particular session. It is equally important to encourage the userto maintain the higher level of attention as long as possible. This maybe a matter of seconds or perhaps longer intervals. The fish flashes andreceives power pills as reward for greater attention levels and forhigher levels of cognitive processing. A counter keeps score at thebottom of the screen.

Level-II

FIGS. 19 and 20 represent screen displays of two educational exerciseembodiments named “Skitter” and Hopper.”FIG. 21 is an exemplary programflowchart for implementing the FIG. 19 “Skitter” educational exercise.

Educational Objective: Visual Tracking through Heightened Attention.

Goal: To teach the user to maintain maximum attention while visuallytracking a moving object.

Procedure: The user views either a bug on a leaf or a frog on a lilypad. When maximum attention is attained, the screen object or characterrandomly moves to a new position on the screen. The user is given 5points and auditory feedback for each new move, thus providing rewardsfor the ability to track a moving target and maintain focus. The numberof moves the user can produce as well as user's score are calculated andstored by the computer. This procedure teaches focus on a moving objectto supplement teacher proximity control of attention in ateaching/learning situation.

The FIG. 19 Skitter is a bug that is mentally pushed around the screenby the use of higher attention levels and higher levels of cognitiveprocessing. The bug moves over a pad in random motion. If a properbaseline was obtained, the bug begins in a stationary position. Thegreater the attention of the user, the more quickly the bug moves. Thisgives the user feedback relating to the degree of attention paid. It isnot important that the user mentally push the bug very fast around thescreen. It is important to prompt the user to mentally push the bug asquickly and as much as the user can comfortably accomplish thatparticular session. It is equally important to encourage the user tomaintain the higher level of attention for as long as possible. This maybe a matter of seconds or perhaps longer intervals. The bug beeps asreward for greater attention and cognitive processing. A counter keepsscore for the user.

The FIG. 20 Hopper is a frog that is mentally pushed around the screenby the use of higher attention levels and higher levels of cognitiveprocessing. The frog moves over a pad in random motion. If a properbaseline was obtained, the frog begins in a stationary position. Thegreater the attention of the user, the more quickly the frog moves. Thisgives the user feedback relating to the degree of attention paid. It isnot important that the user mentally push the frog very fast around thescreen. It is important to prompt the user to mentally push the frog asquickly and as much as the user can comfortably accomplish thatparticular session. It is equally important to encourage the user tomaintain the higher level of attention for as long as possible. This maybe a matter of seconds or perhaps longer intervals. The frog beeps asreward for greater attention and cognitive processing. A counter keepsscore for the user.

Level III

FIGS. 22 and 23 depict an educational exercise named “Tower Builder.”More particularly, FIG. 22 depicts successive positions along a path ofa discrete element in the from of a block object being used to build astructure which happens to be a tower. Although FIG. 22 shows multipleblocks along the path beginning at the lower left corner, these aresuccessive positions of a single block along the path. FIG. 23represents a screen display of a completed tower. FIG. 24 is anexemplary program flowchart for implementing the Tower Builder exercise.

Educational Objective: Increasing time on task and attention throughclosed-end tasking.

Goal: For the user to complete a task within a set amount of time bymaintaining maximum attention to the screen game.

Procedure: The user is motivated to pay attention for longer timeperiods by actively paying attention to the games in Level III becausethe games require task completion. Success is achieved by mentallymoving blocks on the left side of the screen to the right side of thescreen to build a tower. This can be accomplished only if attention ismaintained until completion of construction at which time the user isallowed to proceed to the next level. If the student falls off-task, theblocks either stop moving or move in the opposite direction necessary tocomplete the task. Three different levels, each respectively increasingin level of sophistication, allow higher scores to be attained withappropriate attention levels. If the user is unsuccessful, the softwarereduces the level of attention necessary for success. Thus, the nextattempt is slightly easier and produces a successful training round.Five minutes play time with success allows user to proceed to nextPhase. An analysis of game data compared to time on task is stored forcharting user progress.

Level IV

FIG. 25 represents a screen display of an exercise named “Mind Maze,”and FIGS. 26A and 26B together are a corresponding exemplary programflowchart.

Educational Objective: Visual and auditory sequencing of data throughmaintained heightened attention (short-term memory data sequencing).

Goal: User increases attention while selectively attending toappropriate visual and auditory stimuli through pattern matching ofvisual and auditory patterns.

Procedure: Using the game Mind Maze, the user views a screen withfour-color prompts each corresponding with an audible tone. The colorprompts visually correspond to the arrow keys-on a standard keyboard.When the appropriate attention level is maintained, the softwareactivates a color and sound pattern. While maintaining an optimumattentive state, the user is prompted by the software to reproduce theauditory tones and color pattern on the computer keyboard arrow keys insequences of 2 to 15 tones and colors. The greatest sequence data andincorrect attempt data are stored for analysis of user progress inupcoming sessions. This phase teaches the user to pay increased levelsof attention while incorporating short-term memory sequencing. This taskis very similar to taking notes while listening to a lecture orperforming multiple instructions in sequence.

In a variation, characters are displayed on the display screen in randomsequences, and the user is promoted to repeat each sequence from memory.To add further difficulty to the exercise, and have added distractionfor the user, the characters may be presented at random locations on thedisplay screen. Any available keyboard characters can be displayed inthis variation. Again, an appropriate attention level must bemaintained.

Level V

FIG. 27 represents a screen display of an exercise named “Starflyer,”and FIGS. 28A and 28B together are a corresponding exemplary programflowchart.

Educational Objective: Mastery of attention while processing andcategorizing visual data (visual discriminatory processing).

Goal: The user maintains optimum attention while processing incomingdata and inputting responses to the computer.

Procedure: The user plays the game Starflyer to assist in attaining andmaintaining an optimum attentive state. During the state of optimumattention, the user views asteroids hurtling towards a cyber cockpit atrandom speeds and intervals. The user must press the spacebar as quicklyas possible to deflect the asteroids except when the asteroid is red.This process allows the user to process, separate and place data inappropriate areas of the brain while maintaining focus. The user isrewarded with five points for correct responses and a loss of ten pointsfor incorrect responses. Reaction speed, accuracy, and impulsivity (astrike of the space bar at an inappropriate time) are measured bysoftware and stored for analysis of progress in upcoming sessions.

To further challenge the user, the particular stimulus to which the useris prompted to respond (e.g. red or white asteroid) can be varied.

Level VI

FIG. 29A and 29B together are an exemplary program flowchart of aneducational exercise called “Matcher” that employs the computer's soundoutput capability, as well as the keyboard for user response.

Educational Objective: Mastery of attention while processing andcategorizing auditory data (auditory discriminatory processing).Auditory discriminatory processing is the ability to listen to two ormore different sounds, phonemes, or words and distinguish thesimilarities and differences between them.

Goal: The user maintains optimum attention while processing at leastincoming auditory data and inputting responses to the computer.

Procedure: Matcher demands that the user maintain focus to begin playand sustain focus to continue play. Detected loss of focus causes thescreen to display “Focus to continue,” while the words “Focus tocontinue” can be heard through the computer's sound card and speakers.In the beginner level of Matcher, the user hears two distinct tonesemanating from the computer's speaker. If the tones match, the userdepresses the space bar. No response is required for a non-match.(Alternatively, response may be required for a non-match, and noresponse for a match.) The intervals between the pair of tones aredelineated by the word “Listen” on the computer screen to distinguishthem from a new set. The intervals at which each new set is deliveredvary to provide challenge.

In the intermediate level of Matcher, the user hears two distinctphonemes emanating from the computer's speaker. If the phonemes match,the user depresses the space bar. No response is required for anon-match. The intervals between the pair of phonemes are delineated bythe word “Listen” on the computer screen to distinguish them from a newset. The intervals at which each new set is delivered will vary toprovide challenge.

In the advanced level of Matcher, visual and auditory discriminatoryprocessing are integrated. The user may hear a particular word randomlyselected by the computer. If the screen displays the same word as wasaudibly heard, or a corresponding symbol such as a circle or rectangle,the user processes the space bar. No response is required for anon-match. The intervals between the pairs of words and visual cues aredelineated by the word “Listen” on the computer screen to distinguishthem for a new set. The intervals at which each new set is deliveredvary to provide challenge.

The computer calculates and records the correct responses, incorrectresponses, reaction time, time on-task (cumulative time theta signal isabove baseline threshold), and impulsive responses (a strike of thespace bar at an inappropriate time) to demonstrate improvement overtime.

General Discussion

Thus, the apparatus may embody, or be used in conjunction with, aprotocol, such as an educational protocol or a training protocol, whichincorporates hierarchical mastery of skills, including visualdiscrimination, auditory discrimination, and/or increased sensoryperception.

In one embodiment, a method which incorporates a pedagogy comprises aseries of steps or phases of training which progressively build skillsthat increase the ability of the user to retain and attend to stimuliwhile disregarding and/or ignoring irrelevant or distractinginformation. Each phase preferably helps the user to build upon progressin improving concentration that was attained in previous phases.

A particular embodiment comprises a method including six phases.

Phase 1 teaches the user to learn how to pay optimum attention with theaid of a coach. Coaching provides the user with encouragement andreinforcement, especially when the user experiences an inability to payattention. A user may be rewarded for appropriate levels of attention,for example through the use of visual cues, scoring and/or auditorytones. Thus, initial user training which is directed to increasingattention and thus increasing the capacity for processing informationmay be achieved by the present invention.

Phase 2 encourages the user to operate a device, particularly a devicecontrolled by circuit logic or program logic or software and moreparticularly, an educational exercise in the guise of a video game, andthus lengthens the attentive state, without the need of a coach. Changesin one or more measured states, preferably corresponding to a measure ofthe attentive state in the user, most preferably EEG signals, causechanges in the output or progress or outcome of at least part of a gamein which the user plays. Thus, Phase 2 preferably builds upon Phase 1 byallowing the user to experience game changes when optimum attention ispaid for extended periods. For example, the user may begin playing withone video game or one phase of the game, whereafter the user is allowedto proceed to the next game or next phase of the game when optimumattention is paid for a five to seven minute period without the use ofcoaching. Thus, the user is taught and rewarded to extend the attentivestate. Furthermore, according to at least one theory of informationprocessing, such encouragement of the attentive state is of importancein, and increases the capacity of, the ability to transfer information(stimulus) into the sensory memory.

Phase 3 further reinforces the attentive state, thereby strengtheningthe ability of the user to process information (stimulus) into thesensory memory. Preferably, the user begins by optimizing the attentivestate as learned in Phases 1 and 2. For example, the user may effectchanges in screen color by achieving a maximum attention level ascompared to previously attained by a critical base line. Once themaximum attentive state is achieved, the user may view one or morevisual forms which represent wholes and parts of identifiable figures.For example, geometric figures may appear on the left side of thescreen, while the right side of the screen may depict a portion of thegeometric figure which is shown on the left side of the screen. The usermust discern, as quickly as possible, if the figures are somehowrelated. The user will also perform the same task with partial figuresof known animals or objects, wherein the user discriminates thecompleted animal or object from a list on the right side of the screenwhich may contain an image of the whole animal or object or a portionthereof. The tasks thus teach the user to quickly discern ordiscriminate the presence of objects and parts while maintaining optimumattention. Preferably, Phase 3 prepares the user or learner to proceedto Phase 4.

Phase 4 teaches the user to maintain optimum attention (for example, byfeedback provided by screen color cues) while performing adiscriminatory search, such as a visual search of images which exercisesthe processing of information into the STM. For example, geometricdesigns may be viewed on the left side of a split screen. The designsmay be surrounded by distracting stimuli. One object in this phase isfor the user to determine the category of the design or figure asquickly as possible. In another embodiment, a similar test may bepresented by auditory tones. This phase of training teaches the user topay maximum attention while disregarding unnecessary stimuli. Thus, in aprogressive sequence of phases of training, the user will have learnedto pay optimum attention without coaching, to discern that which isappropriate stimuli, and to disregard irrelevant stimuli.

Phase 5 preferably reinforces Phase 4, and further prepares the user forPhase 6, by teaching the user to pay optimum attention while beingmonitored by a continuous performance test. The test requires the userto play one or more video games at optimum attention levels. Forexample, during this session, target images are displayed in a manner asto appear in the path of a flying object. One object is for the user toquickly fire upon the object unless the object is a pre-directednon-target. The rapidity or pace of the games forces the user toselectively discriminate between appropriate data/stimuli andinappropriate data/stimuli. A control means or software preferablymonitors the reaction speed, accuracy of hits and misses, andimpulsivity of the user. This particular phase teaches the user to notonly discriminate between distracting data and relevant data, but to beencouraged when the user is significantly engaging the areas of the STMand working memory which are necessary for information to become encodedin the LTM.

Phase 6 effectively combines the previous phases into a singleapplication, so as to be beneficial for improving the encoding ofinformation into the LTM. This phase also closely simulates educationaland clerical processes by allowing the user to maintain optimumattention while transposing data from the left split screen to the rightsplit screen, which may be accomplished, for example, by a manual userinput such as through a keyboard, mouse, trackball, pedal, etc. Forexample, data may consist of words, phrases, mathematical equations,and/or geometric shapes. The present invention therefore provides atraining environment which encourages the process of transference, i.e.the ability to apply what one learns to a wider variety of situationsand circumstances.

In one particular embodiment, the average millivolt theta activity of auser is determined, whereafter theta thresholds for a user arepreferably set at 1 to 2 millivolts lower than the user's averagemillivolt theta activity. Furthermore, beta thresholds may be set ataverage millivolt beta activity levels. Averages of theta and betathresholds may be obtained during a 45 second base line withoutfeedback. It has found that the user may thus immediately, or nearlyimmediately, perceive his or her level of attention during thebiofeedback session in which the user receives some indication of thelevel or change in level of a variable which corresponds to a measure ofthe attention level of the user. By way of biofeedback, the presentinvention encourages the decrease of theta wave activity and theincrease of beta wave activity, in a particularly preferred embodiment,by providing rewards after the subject achieves 1 to 2 millivoltsdecrease in theta and 1 to 2 millivolts in beta activity. It has beenfound through testing that such a reward scheme is optimal in maximizingthe attention and/or concentration of the user, and concomitantly, therelaxation of the user.

Feedback presented to the user may take the form of auditory tonesand/or visual graphics as typically presented in the form of videogames. For example, further token reinforcement may be supplied byon-screen scoring. In one particular embodiment utilizing a video game,the subject can make a fish dive to the bottom of a video ocean as thetathresholds are decreased and beta increased, thus scoring higher pointsas displayed on the screen. Furthermore, any increase in theta activitycauses the fish to go in the opposite direction necessary to scorepoints. When the subject achieves over 25 rewards per minute on aconsistent basis, the threshold (either theta or beta) may be made moredifficult. Further one or more thresholds may be lowered, therebydecreasing the demands on. the user for achieving measurable success,when the user otherwise fails to achieve the desired brainwave activity,and thus, concentration levels.

The present invention permits immediate and direct feedback on theattentive state wherein a user can actually hear and/or see when optimumattention is being paid to stimuli, and wherein the user is rewardedimmediately, or nearly immediately, thereby encouraging the developmentof longer periods of sustained attention.

In one aspect, the present invention concerns an apparatus for improvingthe attention of at least one user, the apparatus comprising means forgenerating and displaying a video animation, means for measuringelectrical activity of the brain of the user, and means for altering thegeneration of the video animation in response to at least one userinput, wherein the user input comprises the measured electricalactivity.

The means for altering the generation of the video animation may includemeans for processing the measured electrical activity so as to beemployable by the means for generating and displaying the videoanimation. The means for measuring electrical activity preferablyincludes at least one electroencephalographic (EEG) instrument. Themeans for generating and displaying a video animation preferablyincludes at least one video display terminal.

The means for generating and displaying the video animation may includemeans for maintaining the video animation while the measured electricalactivity is simultaneously being processed.

In another aspect, the present invention concerns a game having meansfor generating a video animation, means for displaying the videoanimation, means for detecting at least one measurement of electricalactivity of the brain of the user, and means for processing theelectrical activity measurement into at least one indicator signal. Thevideo animation generation means alters the video animation in responseto the indicator signal.

In one embodiment, the measured electrical activity is the sole userinput upon which changes in the video animation are based. The videoanimation may be altered in response to changes in the indicator signal.

Furthermore, the processing means is capable of storing the electricalactivity measurement and comparing the measurement with at least onepreviously stored measurement. The processing means may also be capableof comparing the electrical activity measurement to a threshold value.

The threshold value may be determined before the user plays the game,e.g. by a previously inserted or previously measured value. On the otherhand, the threshold may be determined after electrical activity of theuser has been detected. Thus, thresholds, which are particular to anindividual or individuals who are currently interacting with the game,may be obtained from measurements corresponding to that user or otherusers. While the present invention permits setting thresholds obtainedin this manner before a “play session” or “training session,” i.e.during a calibration session, the present invention further permitssetting thresholds “on the fly” i.e. during a play session or trainingsession, without the need to set thresholds in a calibration session.

Thus, according to the present invention, the user can interactimmediately with the game without first being subjected to a battery oftasks or tests in order to establish a baseline or a response templatewhich would then serve as a threshold basis. Furthermore, according tothe present invention, thresholds may be determined during the course ofa play or training session, e.g. a running threshold may establishedwhich adaptively or automatically adjusts to the progress of the user.Thus, the processing means is capable of adaptively or automaticallychanging the threshold value based upon a comparison between themeasurement and at least one previous measurement. Preferably, theprocessing means is capable of establishing a threshold value based uponat least one previous measurement, for comparison with the electricalactivity currently being measured. Thus, the threshold value may beestablished while the user plays the game.

The present invention may be adapted to accommodate one or more users,either simultaneously or sequentially. For example, the electricalactivity of the brain of at least two users may be detected andprocessed into at least two indicator signals.

In still another aspect, the present invention provides a biofeedbackdevice for improving the concentration of at least one user. Thebiofeedback device includes means for generating a video animation,means for presenting the video animation, means for detecting at leastone measurement which is indicative of the level of concentration of theuser, and means for processing the measurement into at least oneindicator signal. The video animation generation means alters the courseof the video animation in response to the indicator signal, whereby thepresentation of the video animation serves as feedback to the usercorresponding to the level of concentration of the user.

The detecting means detects an EEG response of the user, which isindicative of the level of concentration of the user. The detectingmeans may detect at least one of beta waves and theta waves. In aparticular embodiment, the detecting means detects both beta and thetawaves. Thus, the processing means may convert at least one beta wavemeasurement and at least one theta wave measurement into at least oneindicator signal, and the detecting means measures electrical activityof the brain of the user.

The processing means may include means for selectively filtering atleast one frequency range of the electrical activity.

In one embodiment, the electrical activity measurement is the soleexternal factor upon which changes in the video animation are based.

The video animation may be altered in response to changes in theindicator signal, or the video animation may be altered in response toabsolute levels of the indicator signal.

The processing means may be capable of storing the measurement andcomparing the measurement with at least one previously storedmeasurement. The processing means is further preferably capable ofcomparing the measurement to a threshold value.

In one embodiment, the threshold value is not predetermined before theuser plays the game. In that embodiment, the threshold value, or values,is determined as the user plays the game, or the threshold value is setduring a pre-game threshold setting session. Furthermore, the processingmeans may be capable of adaptively or automatically changing thethreshold value based upon a comparison between the measurement and atleast one previous measurement. Thus, the processing means may becapable of establishing a threshold value based upon at least oneprevious measurement. For example, the threshold value may beestablished while the user plays the game.

In yet another aspect, the present invention concerns an apparatus whichis capable of detecting at least one EEG signal of at least one user.The apparatus includes at least one EEG probe for picking up at leastone electrical signal associated with the brain activity of a user,transmission means for converting the electrical signal into at leastone infrared signal, and mounting means for maintaining the probe incontact with the head of the user and for mounting the transmissionmeans on the head of the user.

The apparatus may further include an electrical power source, mounted onthe mounting means, for energizing the transmission means.

The present invention may further comprise a system which includes suchan apparatus, wherein the system further includes an infrared receivingmeans for receiving the infrared signal from the apparatus andgenerating at least one EEG signal. In a highly preferred embodiment,the apparatus and the receiving means are untethered.

The system further may include a computer means and means for deliveringthe EEG signal to the computer means. The computer means would typicallyinclude a computer memory encoded with executable instructionsrepresenting a computer program. The computer program is capable ofcausing the computer means to present a video game. Furthermore, thecomputer program may be capable of processing the EEG signal as an inputinto the video game.

In one embodiment, the computer program is capable of storing the EEGsignal and comparing the EEG signal with at least one previously storedEEG signal. The computer program is further preferably capable ofcomparing the EEG signal to a threshold value. The computer program mayalso be capable of establishing a threshold value based upon at leastone previous EEG signal. The threshold value may be stored in thecomputer memory. Thus, the computer program may be capable of adaptivelyor automatically changing the threshold value based upon a comparisonbetween the EEG signal and at least one previous EEG signal.

In still another aspect, the present invention provides a method forimproving the attention of at least one user. The method comprises thesteps of: measuring electrical activity in the brain of a user;presenting a video game to the user; and controlling the video game withat least one user input, wherein the user input comprises the analyzedmeasured electrical activity. The method may further comprise the stepof analyzing the measured electrical activity, wherein the user inputfurther comprises the analyzed electrical activity.

In one embodiment, the analyzed electrical activity is the sole userinput for controlling the progress of the video game.

The electrical activity may correspond to alpha, beta, or theta waves.For example, beta and theta wave components may be measured in order togauge the level of attention of a user.

Thus, the step of measuring electrical activity may include measuringelectrical activity in the brain of a user using anelectroencephalograph (EEG) instrument.

The step of controlling the video game preferably includes maintaining avideo animation while the measured electrical activity is simultaneouslybeing analyzed.

In yet another aspect, the present invention comprises a method forimproving the attention of at least one user by biofeedback. The methodcomprising the steps of: measuring electrical activity of the brain of auser; analyzing the measured electrical activity; presenting a videogame having at least one game output to the user; inputting the analyzedelectrical activity into the video game; and presenting to the user atleast one feedback signal corresponding to the analyzed electricalactivity, wherein the feedback signal is manifested by changes in thegame output of the video game, whereby the user is rewarded by sensingthe changes in the game output of the video game, and whereby the gameoutput assists the user in controlling the electrical activity.

The method also include providing active user inputs to the video game,such as those provided by actuation of a keyboard, mouse, trackball,pedal, touch screen, stylus, button, lever, touch pad, or the like.

The electrical activity may be analyzed in a computer means having aprocessing means and a memory means.

Furthermore, the method may include transmitting the electrical activityto the computer means by infrared signal.

Game output may include a variety of outputs to the user, such as video,audio, tactile, or other sensory reward.

A user may, for example, be rewarded for achieving at least one level ofelectrical activity, or for maintaining at least one level of electricalactivity for a predetermined period of time.

The video game may further presents a plurality of visual images to theuser, wherein the user is rewarded for identifying at least oneassociation between at least two of the visual images and for inputtinga direct user input corresponding to the association.

Alternately, or in addition, the video game may present at least oneprimary game output and at least one distracting game output to theuser, wherein the user is rewarded for identifying the primary gameoutput and for inputting a direct user input corresponding to theidentification.

Accordingly, the present invention EEG based biofeedback system may beincorporated as an integral component of an overall plan to developlearning skills, attention arousal, and metacognitive skills withchildren and adults through the use of interactive software. The presentinvention thus may be used to assist the user in becoming aware of,developing and understanding his or her own capabilities in controllingattention and behavior. Thus, in addition to an appropriate learningenvironment, positive reinforcement, study skills training, counseling,the present invention EEG based biofeedback system enables the user toteach himself or herself to perform to his or her highest potential.

While specific embodiments of the invention have been illustrated anddescribed herein, it is realized that numerous modifications and changeswill occur to those skilled in the art. It is therefore to be understoodthat the appended claims are intended to cover all such modificationsand changes that fall within the true spirit and scope of the invention.

What is claimed is:
 1. Apparatus for teaching a user to maintain visualtracking of a moving object while maintaining focus and cognitiveprocessing, said apparatus comprising: a system for measuring electricalactivity of the brain of the user to obtain signals having valuesindicative of levels of focus and cognitive processing, respectively,and comparing the signals to respective reference threshold values togenerate an on-task signal when at least threshold levels of focus andcognitive processing are achieved; and a computer device for generatinga representation of an object on a display, and causing the object torandomly move while the on-task signal is being generated.
 2. Theapparatus of claim 1, wherein said computer device generates arepresentation of a bug on a leaf.
 3. The apparatus of claim 1, whereinsaid computer device generates a representation of a frog on a pad. 4.The apparatus of claim 1, wherein said computer device generates arepresentation of an object that moves more frequently as the userachieves greater focus.
 5. The apparatus of claim 1, which furthercomprises a recording device; and wherein said computer device measuresand saves to said recording device the level of performance ofindividual users.
 6. The apparatus of claim 1, which further comprises arecording device; and wherein said computer device accumulates and savesto said recording device the cumulative time on task of individualusers.
 7. Apparatus for teaching a user to increase time on task bychallenging the user to complete a task within a predetermined length oftime by maintaining focus, said apparatus comprising: a system formeasuring electrical activity of the brain of the user to obtain atleast one signal having a value indicative of level of focus andcomparing the at least one signal to a reference threshold value togenerate an on-task signal when at least a threshold level of focus isindicated; and a computer device for generating a representation of atask on a display, and causing a moving representation of forwardprogress on the task while the on-task signal is generated.
 8. Theapparatus of claim 7, wherein said computer device causes arepresentation of reverse progress on the task when the on-task signalis not being generated.
 9. The apparatus of claim 7, wherein the taskrepresented is building a structure of discrete elements.
 10. Theapparatus of claim 7, wherein the task represented is building a towerof blocks.
 11. The apparatus of claim 9, wherein said system andcomputer device function to increase the number of discrete elementsrequired to complete the task after the user successfully completes thetask within the predetermined length of time.
 12. The apparatus ofcomputer claim 7, wherein said system and computer device function toincrease the level of difficulty after the user successfully completesthe task within the predetermined length of time.
 13. The apparatus ofclaim 7, wherein said computer device further generates distractionsselected from a group consisting of visual distractions on the displayand audible distractions to increase the level of difficulty.
 14. Theapparatus of claim 7, which further comprises a recording device; andwherein said computer device measures and saves to said recording devicethe performance of individual users.
 15. The apparatus of claim 7, whichfurther comprises a recording device; and wherein said computer devicemeasures and saves to said recording device the cumulative time on taskof individual users.
 16. Apparatus for teaching a user to improve shortterm memory sequencing while maintaining a heightened level ofattention, said apparatus comprising: a system for measuring electricalactivity of the brain of the user to obtain at least one signal having avalue indicative of level of attention and comparing the at least onesignal to a reference threshold value to generate an on-task signal whenat least a threshold level of attention is indicated; an input device;and a computer device for generating representations of a plurality ofobjects on a display, each of the object representations having aninactive and an active display state, said device operable, when theon-task signal is generated, to individually activate the displayobjects in a sequence while promoting the user to watch, to prompt theuser to respond on said input device with a remembered sequence, and toindicate success or failure to the user.
 17. The apparatus of claim 16,further comprising a sound generator for outputting tones simultaneouslywith the activation of the display objects.
 18. The apparatus of claim16, wherein: said input device is a computer keyboard; and wherein saidcomputer device generates representations of four rectangles arranged inthe same pattern as cursor arrow keys on said keyboard.
 19. Theapparatus of claim 16, wherein said computer device functions toincrease the length of the sequence after the user has achieved successa predetermined number of times.
 20. The apparatus of claim 16, whichfurther comprises a recording device; and wherein said computer devicemeasures and saves to said recording device the level of performance ofindividual users.
 21. The apparatus of claim 16, which further comprisesa recording device; and wherein said computer device accumulates andsaves to said recording device the cumulative time on task of individualusers.
 22. Apparatus for teaching a user to improve short term memorysequencing while maintaining a heightened level of attention, saidapparatus comprising: a system for measuring electrical activity of thebrain of the user to obtain at least one signal having a valueindicative of level of attention and comparing the at least one signalto a reference threshold value to generate an on-task signal when atleast a threshold level of attention is indicated; an input device; anda computer device for, when the on-task signal is generated, presentingavailable keyboard characters on a display in a sequence while promotingthe user to watch, to prompt the user to respond on said input devicewith a remembered sequence, and to indicate success or failure to theuser.
 23. The apparatus of claim 22, wherein said computer devicepresents characters at random locations on said display.
 24. Theapparatus of claim 22, wherein said computer device functions toincrease the length of the sequence after the user has achieved successa predetermined number of times.
 25. The apparatus of claim 22, whichfurther comprises a recording device; and wherein said computer devicemeasures and saves to said recording device the level of performance ofindividual users.
 26. The apparatus of claim 22, which further comprisesa recording device; and wherein said computer device accumulates andsaves to said recording device the cumulative time on task of individualusers.
 27. Apparatus for teaching a user visual discriminatoryprocessing while maintaining focus, said apparatus comprising: a systemfor measuring electrical activity of the brain of the user to obtain atleast one signal having a value indicative of level of focus andcomparing the at least one signal to a reference threshold value togenerate an on-task signal when at least a threshold level of focus isindicated; an input device; and a computer device for, while the on-tasksignal is being generated, randomly presenting on a display deviceindividual ones of at least two possible stimuli one at a time, andrequiring the user to respond or not respond via said input devicedepending on the stimulus.
 28. The apparatus of claim 27, wherein theparticular stimulus which requires a response and the particularstimulus which does not require a response is varied.
 29. The apparatusof claim 27, wherein said computer device presents on said displaydevice stimuli in the form of objects that appear in individual ones ofat least two colors, and the user is required to respond to one colorbut not the other.
 30. The apparatus of claim 29, wherein: said inputdevice comprises a computer keyboard; and wherein: said computer devicepresents on said display device an image of a spaceship cockpit andwherein the objects that appear are representations of asteroids thatappear one at a time hurtling towards the cockpit at random speeds andintervals, and the user is required to respond via a key on saidkeyboard to asteroids of at least one particular color, but not theasteroids of another color.
 31. The apparatus of claim 27, wherein saidcomputer device further generates distractions selected from a groupconsisting of visual distractions on the display and audibledistractions to increase the level of difficulty.
 32. The apparatus ofclaim 27, which further comprises a recording device; and wherein saidcomputer device measures and saves to said recording device the reactiontime of individual users.
 33. The apparatus of claim 27, which furthercomprises a recording device; and wherein said computer device measuresand saves to said recording device the accuracy of individual users. 34.The apparatus of claim 27, which further comprises a recording device;and wherein said computer device measures and saves to said recordingdevice the number of impulsive responses of individual users.
 35. Theapparatus of claim 27, which further comprises a recording device; andwherein said computer device accumulates and records to said recordingdevice the cumulative time on task of individual users.
 36. Apparatusfor teaching a user auditory discriminatory processing while maintainingfocus, said apparatus comprising: a system for measuring electricalactivity of the brain of the user to obtain at least one signal having avalue indicative of level of focus and comparing the at least one signalto a reference threshold value to generate an on-task signal when atleast a threshold level of focus is indicated; an input device; and acomputer device for, while the on-task signal is being generated,randomly generating on a sound output device sequences of two soundsthat may or may not match in any particular sequence and accordinglyrepresenting two possible cases, and requiring the user to respond inone of the cases and not the other.
 37. The apparatus of claim 36,wherein said computer device generates on said sound output devicesequences of two tones that may or may not match in any particularsequence.
 38. The apparatus of claim 36, wherein said computer devicegenerates on said sound output device sequences of two phonemes that mayor may not match in any particular sequence.
 39. The apparatus of claim36, wherein said computer device further generates distractions selectedfrom the group consisting of visual distractions on the display andaudible distractions to increase the level of difficulty.
 40. Theapparatus of claim 36, which further comprises a recording device; andwherein said computer device measures and saves to said recording devicethe reaction time of individual users.
 41. The apparatus of claim 36,which further comprises a recording device; and wherein said computerdevice measures and saves to said recording device the accuracy ofindividual users.
 42. The apparatus of claim 36, which further comprisesa recording device; and wherein said computer device measures and savesto said recording device the number of impulsive responses of individualusers.
 43. The apparatus of claim 36, which further comprises arecording device; and wherein said computer device accumulates and savesto said recording device the cumulative time on task of individualusers.
 44. Apparatus for teaching a user visual and auditorydiscriminatory processing while maintaining focus, said apparatuscomprising: a system for measuring electrical activity of the brain ofthe user to obtain at least one signal having a value indicative oflevel of focus and comparing the at least one signal to a referencethreshold value to generate an on-task signal when at least a thresholdlevel of focus is indicated; an input device; and a computer device for,while the on-task signal is being generated, randomly presenting on adisplay device and generating on a sound output device particularrepresentations. in visual and auditory form that may or may not matchin any particular instance and accordingly representing two possiblecases, and requiring the user to respond in one of the cases and not theother.
 45. The apparatus of claim 44, wherein said computer devicefurther generates distractions selected from a group consisting ofvisual distractions on the display and audible distractions to increasethe level of difficulty.
 46. The apparatus of claim 44, which furthercomprises a recording device; and wherein said computer device measuresand saves to said recording device the reaction time of individualusers.
 47. The apparatus of claim 44, which further comprises arecording device; and wherein said computer device measures and saves tosaid recording device the accuracy of individual users.
 48. Theapparatus of claim 44, which further comprises a recording device; andwherein said computer device measures and saves to said recording devicethe number of impulsive responses of individual users.
 49. The apparatusof claim 44, which further comprises a recording device; and whereinsaid computer device accumulates and saves to said recording device thecumulative time on task of individual users.
 50. Apparatus for teachinga user at least one component skill of learning, said apparatuscomprising: a system for measuring electrical activity of the brain ofthe user to obtain at least one signal having a value indicative of atleast one parameter selected from the group consisting of level of focusand level of cognitive processing, and comparing the signal to areference threshold value to generate an on-task signal when at least athreshold level of the at least one parameter is indicated; and acomputer device for, when the on-task signal is generated; presenting adisplay to teach a skill selected from the group consisting of visualtracking, increased time on task, short term memory sequencing, visualdiscriminatory processing, auditory discriminatory processing, andcombined visual and auditory discriminatory processing.
 51. Apparatusfor teaching a user to improve short term memory sequencing whilemaintaining a heightened level of attention, said apparatus comprising:a system for measuring electrical activity of the brain of the user toobtain at least one signal having a value indicative of level ofattention and comparing the at least one signal to a reference thresholdvalue to generate an on-task signal when at least a threshold level ofattention is indicated; an input device; and a computer device for, whenthe on-task signal is generated, presenting a sequence ofrepresentations on a display while prompting the user to watch, toprompt the user to respond on said input device with a rememberedsequence, and to indicate success or failure to the user.
 52. Apparatusfor teaching a user discriminatory processing while maintaining focus,said apparatus comprising: a system for measuring electrical activity ofthe brain of the user to obtain at least one signal having a valueindicative of level of focus and comparing the at least one signal to areference threshold value to general an on-task signal when at least athreshold level of focus is indicated; an input device; and a computerdevice for, while the on-task signal is being generated, randomlypresenting to the user a decision to be made based on predeterminedrules and requiring the user to make a decision.